Student Achievement In Science Research Articles

How Motivation mediated Science Achievement of Indonesian Students: a Path Analysis on PISA 2018 data

The low science achievement of Indonesian students in PISA 2018 is still a challenge for Indonesian education stakeholders. For a long time, socio-economic conditions, low interest in reading, and low motivation have often been the causes of these achievements. This study aims to examine the effects of socio-economic status, reading habits, and gender on Indonesian students' science achievements in PISA 2018. To represent the motivation variable, teacher support, parental support, and self-efficacy are placed as mediating variables toward science achievements. Using the path analysis mediation model implemented in R statistical software, we find that economic-social and cultural status, reading habits, and gender have a direct impact on students' science achievement. In addition, socio-economic and cultural status indirectly affects students' science achievement, mediated by teacher support, parental support, and self-efficacy. Reading habits indirectly affect students' science achievement, mediated by teacher support, parental support, and self-efficacy. Last, gender indirectly affects students' science achievement, mediated by parental support and self-efficacy, but does not affect students' scientific literacy scores when mediated by teacher support. Overall, gender has an indirect effect on students' science achievement.

The Integration of Socioscientific Issues-Based Education in Disaster Readiness and Risk Reduction in Enhancing Student Science Achievement

This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.<div align="center"><table class="MsoNormalTable" style="width: 462.05pt; border-collapse: collapse; border: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; mso-yfti-tbllook: 1184; mso-padding-alt: 0in 5.4pt 0in 5.4pt;" width="616" border="1" cellspacing="0" cellpadding="0"><tbody><tr style="mso-yfti-irow: 0; mso-yfti-firstrow: yes; mso-yfti-lastrow: yes; height: 115.0pt;"><td style="width: 336.15pt; border-top: solid windowtext 1.0pt; border-left: none; border-bottom: solid windowtext 1.0pt; border-right: none; mso-border-top-alt: solid windowtext .5pt; mso-border-bottom-alt: solid windowtext .5pt; padding: 0in 5.4pt 0in 5.4pt; height: 115.0pt;" valign="top" width="448"><p class="MsoNormal" style="margin-left: -.75pt; line-height: 150%; mso-pagination: none;"><span style="mso-bidi-font-size: 10.0pt; line-height: 150%;" lang="EN-US">This research paper investigates the effects of integrating Socioscientific Issues-Based Education (SSIBE) into formal classroom instruction, specifically within the Disaster Readiness and Risk Reduction (DRRR) course for Grade 11 STEM students. The study employed a quasi-experimental pretest-posttest non-equivalent group design, comparing an experimental group exposed to SSIBE and a control group taught through traditional instruction. Findings revealed that both groups improved their post-test mean percentage scores, with the experimental group achieving mastery-level proficiency. Notably, the experimental group outperformed the control group in post-test scores, indicating the effectiveness of SSIBE in enhancing student science achievement. The integration of socioscientific issues was associated with improved critical thinking, problem-solving skills, and interdisciplinary understanding. Recommendations encompass active student engagement in SSIBE, teacher adoption of innovative methodologies, support from school administrators and government sectors, and avenues for future research exploring long-term impacts and potential challenges of SSIBE implementation.</span></p></td></tr></tbody></table></div>

The Prediction of Form Four Science Achievement with Online Learning and Student’s Self-Efficacy

Student’s self-efficacy and online learning is believed to reflect the confidence to master the learning of science. Proportional stratified random sampling technique was applied to 300 respondents. Quantitative survey was conducted through data collection using a set of 57-item research questions and a 30-item Multiple Choice Question (MCQ) science test. The data was analysed using a statistical package for social science (SPSS) version 26.0. The value of alpha Cronbach reliability in online learning research questions a=0.890, self-efficacy a=0.917, and science achievement test a=0.774. Stepwise multiple regression test results indicated that online learning and student’s self-efficacy contributed 14 percent of the student science achievement, [F (2,297) = 24.246, p<.05]. The regression coefficient showed that both the variables of online learning (β=0.343), and self-efficacy (β=0.315), made a positive contribution to the science achievement of Form Four students. These findings explain that students who are at a high level of online learning and have a high level of self-efficacy also have a higher level of science achievement. It is found in this study that the main predictors of student science achievement are online learning followed by self-efficacy.

EMPLOYING LANGUAGE STRATEGIES THROUGH BLENDED LEARNING IN IMPROVING STUDENTS SCIENCE ACHIEVEMENT AND CONCEPT RETENTION

This study aims to determine the effects of language strategies in teaching science in the achievement of students in Science in blended learning approach. It is based in the belief that it has a positive effect on science achievement and retention of previously gained concepts in Biology 1. Following the quasi-experimental design, thirty-three 9th graders were treated as experimental group subjected to the use of different language strategies for teaching Biology1 in blended learning while the control group with another thirty-three participants was taught with the traditional approach in blended learning platforms. Both groups were given pretest and posttest and subjected to posttest re-administration to assess the retention level. Results showed that there is a significant difference between the posttest scores, and pretest and posttest mean scores of the experimental and control groups. In addition, retention of previously gained concept in science was also significant in the lag post-test scores of the experimental group and the control group but both groups recorded an increase in retention level. It is also identified that language strategies improves students engagement, enjoyment, skills development, critical thinking, comprehension and authentic learning experiences of the student participants during blended learning. Thus, suggesting that teachers may use the different language strategies in teaching science subjects to improve the achievement and enhance retention of previously gained concepts of students.

Little and often: Causal inference machine learning demonstrates the benefits of homework for improving achievement in mathematics and science

BackgroundDespite its important role in education, significant gaps remain in the literature on homework. Notably, there is a dearth of understanding regarding how homework effects vary across different subjects, how student backgrounds may moderate its effectiveness, what the optimal amount and distribution of homework is, and how the causal impact of homework can be disentangled from other associations. AimsThis study examines the different effects of homework frequency and duration on student achievement in both mathematics and science while adopting a causal inference probabilistic framework. SampleOur data consists of a nationally representative sample of 4118 Irish eighth grade students, collected as part of TIMSS 2019. MethodsWe employ an extension of a causal inference machine learning model called Bayesian Causal Forests that allows us to consider the effect of homework on achievement in mathematics and science simultaneously. By investigating the impacts of both homework frequency and duration, we discern the optimal frequency and duration for homework in both subjects. Additionally, we explore the potential moderating role of student socioeconomic backgrounds. ResultsDaily homework benefitted mathematics achievement the most, while three to four days per week was most effective for science. Short-duration assignments proved equally as effective as longer ones in both subjects. Notably, students from advantaged socioeconomic backgrounds did not gain more from homework. ConclusionsThese findings can guide policies aimed at enhancing student outcomes while promoting a balance between academic responsibilities and extracurricular activities.

PREFACE TO STEM METHODS FOR SCIENCE TEACHERS AT THE DARUL MURSYID ISLAMIC BOARDING SCHOOL: COMMUNITY SERVICE

This preface outlines the community service initiative to enhance Science, Technology, Engineering, and Mathematics (STEM) teaching methodologies for Darul Mursyid Islamic Boarding School science teachers. The initiative's primary objective is to empower educators with advanced STEM strategies, fostering a more engaging and effective learning environment for students. The program aims to balance cultural context with scientific inquiry and critical thinking by integrating traditional educational values with modern STEM practices. Key components include hands-on experiential learning and collaborative professional development through workshops and training sessions. Anticipated outcomes include improved teacher confidence and competence, higher student engagement and achievement in science, and increased interest in STEM careers. The initiative's success will be measured through qualitative feedback and quantitative assessments of student performance. This project underscores the commitment to educational excellence and innovation, setting a benchmark for integrating STEM education within an Islamic educational framework and contributing to broader societal advancement.

Impact of the Understanding by Design Model on the Science Academic Achievement of Fifth Grade Students in Pakistan

Abstract Science education is crucial for fostering knowledge across academic disciplines. Past efforts to enhance science achievement at the elementary level have explored various instructional strategies. Among these, the Understanding by Design (UbD) model has shown notable potential in improving science achievement outcomes compared to traditional methods. This quasi-experimental study investigates the impact of the UbD model on the science achievement of fifth-grade students in Pakistan. Using a pretest-posttest design, students were randomly assigned to either a control group or an experimental group. The academic achievement science test (AAST) was administered to measure outcomes. Data analysis, incorporating independent sample t-tests and mixed between-within subject ANOVA, indicated that the UbD model significantly improved science achievement over conventional teaching methods. These findings underscore the effectiveness of UbD in science education and highlight the importance of innovative pedagogical strategies for promoting academic success among elementary students. Implications and future research directions are suggested.

Using machine learning to predict student science achievement based on science curriculum type in TIMSS 2019

ABSTRACT Most educational systems use either an integrated or a separated science curriculum. However, it is unclear which of these science curricula benefits students more author and existing research provides insufficient information about the implementation details of the curriculum employed. Therefore, this study compares the effects of two science curricula on students’ science literacy, drawing on socio-ecological theory and employing educational data mining techniques. Results from Grade 8 Science students in 44 countries sampled in the Trends in International Mathematics and Science Study (TIMSS) 2019 showed that (1) the integrated curricula benefitted students marginally more than the separated curricula; (2) curriculum type was not essential in directly predicting students’ academic performance; and (3) random forest outperformed linear regression, lasso regression, decision trees, and neural networks in predicting student science achievement. This study advances our understanding of the predictors of student science performance, demonstrates that machine learning techniques can be applied successfully to examine curriculum effects, and provides directions for implementing integrated science curricula.

The Impact of Using Educational and Digital Games on Middle School Students Science Achievement

The Impact of Using Educational and Digital Games on Middle School Students Science Achievement

Bayesian causal forests for multivariate outcomes: application to Irish data from an international large scale education assessment

Abstract Bayesian Causal Forests (BCF) is a causal inference machine learning model based on the flexible non-parametric regression and classification tool, Bayesian Additive Regression Trees (BART). Motivated by data from the Trends in International Mathematics and Science Study (TIMSS), which includes data on student achievement in both mathematics and science, we present a multivariate extension of the BCF algorithm. With the help of simulation studies, we show that our approach can accurately estimate causal effects for multiple outcomes subject to the same treatment. We apply our model to Irish data from TIMSS 2019. Our findings reveal the positive effects of having access to a study desk at home (Mathematics ATE 95% CI: [−0.50, 10.14]) while also highlighting the negative consequences of students often feeling hungry at school (Mathematics ATE 95% CI: [−8.86, −1.56] , Science ATE 95% CI: [−10.35, −0.94]) or often being absent (Mathematics ATE 95% CI: [−11.88, −2.27]). Code for replicating the results can be found at https://github.com/Nathan-McJames/MVBCF-Paper.

Effects of Online Cooperative Learning (OCL) Student Teams Achievement Division (STAD) Method to the Motivation, Self – efficacy, And Academic Achievement of Students in Science 10

This study explores the impact of Online Cooperative Learning (OCL) using the Student Teams Achievement Divisions (STAD) method on science 10 students’ self-efficacy, motivation, and academic achievement. Conducted at Ocampo National High School during the COVID-19 pandemic, the quasi-experimental design involved 90 tenth-grade students split into control and treated groups. Pre- and post-experiment assessments included Likert-scale questionnaires on motivation and self-efficacy, along with summative tests. Data analysis, conducted with R software, employed descriptive statistics, t-tests, Wilcoxon signed-rank tests, and Structural Equation Modeling (SEM). Results indicated significantly heightened motivation (weighted mean=4.17, p=0.056), increased self-efficacy (weighted mean=4.2, p=0.04), and improved academic performance (weighted mean=38.69, p=0.00) among students using OCL-STAD. Path analysis revealed the direct effects of self-efficacy on academic achievement (path coefficient=0.25) and motivation (path coefficient=0.04). Keywords: motivation, online cooperative learning, Student Teams Achievement Divisions (STAD) method, self-efficacy

Effect of Brain-Based Instructional Strategies on Achievement in Science of Elementary School Students with different Learning Styles.

No two individuals are alike and so are their learning styles. Brain-based learning strategies that are based on the core principles of human brain development can be promising in improving the achievement of students catering to the need of diverse learners with varying learning styles. These strategies are having a sound basis in Neurosciences and these strategies can be instrumental towards students’ performance as well as retention. The current research attempts to examine the effect of these strategies on achievement in science of elementary students with different learning styles. The sample of 100 students was taken which was randomly divided into two groups namely Experimental and Control Group. The students in the experimental group who received teaching using brain-based instructional methodologies outperformed than students in the control group on achievement test. In addition, students in the experimental groups with accommodation and divergent learning styles had considerably higher mean scores on achievement in science as compared to convergent and assimilation learning styles. Hence, the students' achievement in science improved significantly when they were taught using brain-based teaching methodologies.

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

ABSTRACT The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11) – utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.

From Silos to Synergy in STEM Education: Promoting Interdisciplinary STEM Education to Enhance the Science Achievement of Students With Learning Disabilities

Recent studies have posited that K-12 science, technology, engineering, and mathematics (STEM) education should go beyond traditional subject silos and take an interdisciplinary approach that integrates these core subjects into a cohesive curriculum to foster authentic problem-solving skills. The purpose of this study was to field test one of five proposed packages of interdisciplinary STEM lessons to examine its feasibility for further revisions of lesson development. The study employed a piecewise linear growth model to examine growth patterns of students’ science vocabulary acquisition and contextualized problem-solving skills during a 40-week observation period. Results showed that all students with learning disabilities ( N = 9) made significant knowledge gains in these two areas and maintained them for a long term—two and four weeks post intervention. Our findings are encouraging and provide initial evidence for effective lesson design to support STEM education for students with learning disabilities.

Designing a video-stimulated questionnaire about teachers’ adaptive expertise in interdisciplinary mathematics and science teaching

Research investigating teachers’ knowledge and practices aimed to improve student participation, engagement and achievement in mathematics and science has often used qualitative methods involving observation and analysis of lesson videos. Some researchers have used excerpts of videos in various ways to gather data about their participants’ anticipated actions in the moment. In the current study, we aimed to track primary teachers’ developing adaptive expertise when teaching interdisciplinary mathematics and science lessons over a two-year period. In this paper, we describe the processes followed to design a questionnaire that used episodes from videos of interdisciplinary mathematics and science lessons to construct multiple choice items. The adaptive expertise scoring for the items was reliable but this improved when including an open-ended question for participants to explain their selection of an action for the classroom moment captured in the video episode.

The impact of science teaching strategies in the Arabic-speaking countries: A multilevel analysis of TIMSS 2019 data

This paper analyses teaching strategies in relation to the science achievement of 4th-grade students using TIMSS 2019 data. It focuses on seven Arabic-speaking countries, which share similar cultures and distinct features of their societies and school systems. It applies multilevel modeling with student- and classroom-level information to decompose variance and understand relationships at these two levels. Overall, the results show the importance of analysis at the classroom level, as half of the science achievement variance is associated with differences between classrooms. Our results indicate that in the Arabic-speaking countries, emphasis on academic success and more active instruction are positively related to student achievement. On the other hand, science investigation methods such as planning and running experiments are negatively related to achievement, although the effects are small in magnitude. Moreover, the results from multilevel models with random coefficients for home resources suggest that higher emphasis on academic success increases differences in student achievement depending on their socioeconomic background.

Influence of Social Media Usage on Science Students’ Academic Achievement and Behaviour in Two School-Types in Nigeria

Students’ achievements and behavior have continued to dwindle over the years and are getting worse in Nigeria with advancements in technology. Both Public and Private school students who have access to Android phones for social networking are spending less time studying after school. This paper was carried out to find out how the time spent on social media can influence the basic science achievement and behavior of secondary school students from two school types. The study sample consisted of 180 junior secondary schools three students of Delta State public and private schools who had access to an Android phone for social media activities after school. Four research hypotheses guided this study. The research instruments used were the social media time questionnaire (SMTQ) with a reliability coefficient of 0.66 and the 2020/2021 academic session results of the students. Access to their results made it possible to compare their basic science and behavioral achievements. The data contained no significant outliers (p=0.054 Kolmogorov-Smirnov- normality test). Data analysis was done using descriptive, t-test, and 2-way ANOVA statistics. Results showed differences in Basic science achievement in favor of private schools and differences in behavior assessment in favor of public schools but the differences were not significant (p= 0.242; p= 0.656). No significant interactions were found between social media usage time and school type on students’ behavior [p=0.470] and basic science achievement [p= 0.549]. Major recommendations are the emphasis on a reduction in social media usage times irrespective of the school type and an increase in study times.

Effect of Blended Learning on the Academic Achievement in Social Science of Secondary School Students

This study has been undertaken to examine the correlation between Blended learning and Academic Achievement of Secondary school students of Mayurbhanj District. The Investigators used Experimental research method to study the variables for which 40 (18 male and 22 female) 9th class students of Govt. Secondary school of Baripada town in Mayurbhanj District were selected as samples by using Simple random sampling technique. For collection of data the investigators used Self-made achievement test for collection of data and the collected data were analyzed using Statistical Techniques like Mean, Standard Deviation and Independent t-test and tested at 0.01 and 0.05 Significance levels. The results showed that there is a significance positive relationship between the effect of blended learning and Academic Achievement of secondary school students of Baripada town in Mayurbhanj District. The findings also showed that there exists no significant difference between the boys and girls’ students of 9th class students in academic achievement using blended learning.

Can either using cognitive science principles or improving teacher content knowledge boost student achievement in middle school science?

AbstractThis study used a cluster randomized controlled trial to investigate the effectiveness of two approaches to increasing middle school students' science learning when using an inquiry‐based science curriculum. Eighty‐nine schools, with 253 teachers and 20,591 students, were randomly assigned into one of three conditions: (a) a treatment condition in which the textbook curriculum was modified based on three principles of cognitive science coupled with teacher professional development (PD), (b) a second treatment condition in which teachers received PD designed to improve their knowledge of the science content, and (c) a business‐as‐usual control group. The cognitive science treatment had a small but statistically significant positive effect on content learning, with a stronger impact on students of higher prior achievement. Compared to business‐as‐usual, the intervention to increase teacher content knowledge had no impact.

Investigating student collaborative problem-solving competency and science achievement with multilevel modeling: Findings from PISA 2015

Collaborative problem-solving (CPS) competency is critical for 21st century students. However, reports from the Programme for International Student Assessment (PISA) 2015 have revealed significant deficiencies in this competency among young students globally, indicating a critical need for the cultivation of CPS skills. Therefore, it is essential for educators and researchers to examine the factors that influence CPS competency and understand the potential role of CPS in secondary education. The present study aims to investigate the relationship between collaboration dispositions and students’ CPS competency as well as the relationships of CPS competency and inquiry-based science instruction (IBSI) with science achievement using the PISA 2015 data. A total of 408,148 students from 52 countries and economies (i.e., regions) were included in our analysis. Unlike most previous studies that only investigated one country at a time and neglected the multilevel data structure of PISA, this study provided a global view through adopting multilevel modeling to account for the cluster effect at the school and country levels. Our findings revealed that valuing relationship was positively associated with CPS, whereas valuing teamwork was negatively associated with CPS. Furthermore, CPS competency was found to be a dominant and positive predictor of science achievement among all study variables, underscoring the importance of integrating CPS into teaching practices to promote student success in science. Additionally, different IBSI activities show varying relationships with science achievement, indicating that caution should be taken when recommending any specific practices associated with IBSI to teachers.